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The validity of collaborative assessment for learning

Hargreaves, E; (2007) The validity of collaborative assessment for learning. Assessment in Education: Principles, Policy & Practice , 14 (2) pp. 185-199. 10.1080/09695940701478594.

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Abstract

This article explores the features relating to the validity of assessment for learning, in particular the features of a collaborative assessment for learning, because of the learning benefits associated with collaborative learning. The article indicates what some of the learning benefits of highly valid collaborative assessment for learning might be, assuming that a valid assessment for learning actually promotes learning. It explores the idea that, for an assessment for learning to be valid, its learning outcomes must be socially appropriate for learners of the twenty‐first century. The article illustrates some of these conceptual points, using descriptions of three collaborative assessments for learning currently being practised. Two of the illustrations are taken from the UK and one from the Eastern Caribbean.

Type: Article
Title: The validity of collaborative assessment for learning
DOI: 10.1080/09695940701478594
Publisher version: http://dx.doi.org/10.1080/09695940701478594
Language: English
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1471466
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